Reflective Questions:
Key: Anna Wanyin Charlotte Managing Self
Do you think you managed yourself and your time well in order to complete the tasks you needed to do for your group?
I think that our group worked very well together because we managed our time wisely and stuck to deadlines. Yes I think that we did really good together and we got finished earlier than everyone else because we were well orginised. Yes, i think we worked really well together and indevigally because we managed our time well and stuck to timetables and deadlines.
What was the biggest challenge for managing yourself within a group?
I think that the biggest challenge would have to bewriting questions because we all had different ideas I think that the biggest challenge for me was the answering the questions and writing the answers in paragraphs. I think that the biggest challanges were doing the hypothesis because we all had different opinions.
how did you over come this challenge?
We all took turns to express our ideas and we all got to put ideas into our questions. We overcame this buy the whole group helping me. We all came up with our ideas and put them together.
Describe an instance where you took the lead in your group and why. If you were the group leader, what did you do particularly well when leading?
I think that I was good at elegating jobs to our group I took the lead in the group when we were typing out the hypothesis. i took the lead when we were trying to think of the so what and came up with the idea of sherbet and when we typed up the answers.
On a scale of 1-5 (with 5 being the best), how independent were you in completing your tasks?
I would give our group a 5 because we finished before the deadline and we were always ahead of everyone else's group. I would give our group a 5 because we were organised and we worked together very well. I would give our group a 5 because we were orginised and we worked well to get finished before the deadling.
GroupQuestions:
What was the best thing about working as a group?
I think that the best thing about working in a group is being able to have more ideas rather than just one idea.
What the most difficult thing about working as a group?
I think that the most difficult thing about working in a group is agreeing on things because we all have different opinions.
Was there a time when you had to compromise on something you wanted to do? Explain...
Yes there was a time when we had to compromise; it was when one of us had a different idea about one of our questions for our hypothesis page.
Explain how your group co-operated.
Our group co-operated by taking turns to share our ideas rather than all of us sharing at the same time.
Explain an instance where someone in your group did not co-operate. How did this impact on the rest of the group?
I don't think that there is a time when someone didn't co-operate because we all got along really well and didn't have any problems.
The following sections must be completed as a group. You may present the answers any way you wish. Some ideas are: video, Voicethread, written reflection, voice file, etc. It must be posted on your eportfolio.
KNOWLEDGE AND UNDERSTANDING ABOUT SOCIAL SCIENCES
1. What is the issue related to sustainability that your group chose to inquire about?
2. What is the cause of your issue? (the reason why it is in fact an issue)
3. What effect has your issue had on our environment?
4. What are some ways people are using resources that contributes to the issue your group chose?
5. What are some choices people can make that will address your issue?
ThinkingExplanation:
Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.
Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
Questions/ Tasks:
1. Explain how your group used the following types of thinking to make sense of information, experiences, and ideas you may have encountered throughout your inquiry process:
creative thinking;
critical thinking;
metacognition (thinking about what sort of thinking you needed to use!);
2. Explain how the types of questions helped you to gain the information needed to develop strong knowledge about your issue?
3. What other information do you think you needed to find out?
Using language, symbols, and texts
Explanation:
Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
Upload the video of your presentation under this heading and answer the following questions... Question: How did videos, images, online tools, movement, words, symbols, numbers, choice of language types, etc help to aid the delivery of your presentation so the class gained learned lots of new things about your issue?
Participating and contributing
This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.
Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
Questions:
How did your group delegate roles and responsibilities?
Was the share of work fair for everyone? If yes, explain. If no, explain.
How do you think you now contribute to a sustainable environment as a result of this inquiry and what you have learnt?
Key:
Anna
Wanyin
Charlotte
Managing Self
- Do you think you managed yourself and your time well in order to complete the tasks you needed to do for your group?
I think that our group worked very well together because we managed our time wisely and stuck to deadlines.Yes I think that we did really good together and we got finished earlier than everyone else because we were well orginised.
Yes, i think we worked really well together and indevigally because we managed our time well and stuck to timetables and deadlines.
- What was the biggest challenge for managing yourself within a group?
I think that the biggest challenge would have to be writing questions because we all had different ideasI think that the biggest challenge for me was the answering the questions and writing the answers in paragraphs.
I think that the biggest challanges were doing the hypothesis because we all had different opinions.
- how did you over come this challenge?
We all took turns to express our ideas and we all got to put ideas into our questions.We overcame this buy the whole group helping me.
We all came up with our ideas and put them together.
- Describe an instance where you took the lead in your group and why. If you were the group leader, what did you do particularly well when leading?
I think that I was good at elegating jobs to our groupI took the lead in the group when we were typing out the hypothesis.
i took the lead when we were trying to think of the so what and came up with the idea of sherbet and when we typed up the answers.
- On a scale of 1-5 (with 5 being the best), how independent were you in completing your tasks?
I would give our group a 5 because we finished before the deadline and we were always ahead of everyone else's group.I would give our group a 5 because we were organised and we worked together very well.
I would give our group a 5 because we were orginised and we worked well to get finished before the deadling.
Group Questions:
- What was the best thing about working as a group?
I think that the best thing about working in a group is being able to have more ideas rather than just one idea.- What the most difficult thing about working as a group?
I think that the most difficult thing about working in a group is agreeing on things because we all have different opinions.- Was there a time when you had to compromise on something you wanted to do? Explain...
Yes there was a time when we had to compromise; it was when one of us had a different idea about one of our questions for our hypothesis page.- Explain how your group co-operated.
Our group co-operated by taking turns to share our ideas rather than all of us sharing at the same time.- Explain an instance where someone in your group did not co-operate. How did this impact on the rest of the group?
I don't think that there is a time when someone didn't co-operate because we all got along really well and didn't have any problems.The following sections must be completed as a group. You may present the answers any way you wish. Some ideas are: video, Voicethread, written reflection, voice file, etc. It must be posted on your eportfolio.
KNOWLEDGE AND UNDERSTANDING ABOUT SOCIAL SCIENCES
1. What is the issue related to sustainability that your group chose to inquire about?2. What is the cause of your issue? (the reason why it is in fact an issue)
3. What effect has your issue had on our environment?
4. What are some ways people are using resources that contributes to the issue your group chose?
5. What are some choices people can make that will address your issue?
Thinking Explanation:
Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency.Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions.
Questions/ Tasks:
1. Explain how your group used the following types of thinking to make sense of information, experiences, and ideas you may have encountered throughout your inquiry process:
2. Explain how the types of questions helped you to gain the information needed to develop strong knowledge about your issue?
3. What other information do you think you needed to find out?
Using language, symbols, and texts
Explanation:Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological.
Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.
Upload the video of your presentation under this heading and answer the following questions...
Question:
How did videos, images, online tools, movement, words, symbols, numbers, choice of language types, etc help to aid the delivery of your presentation so the class gained learned lots of new things about your issue?
Participating and contributing
This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group.Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments.
Questions: